Population and Sample Schedule of the Research

7. Analyzing the Result of the Test

The result of pretest and posttest was analyzed using paired samplet-test to compare the data of two mean scores.

8. Reporting the Results of the Research

The data from the test and observation were analyzed and reported by the researcher after all the data were collected .

3.5. Schedule of the Research

The research of the data was taken in four meetings, consists of: 1 First meeting: The try-out test was conducted in another class out of the experimental class to test the instrument of the research. 2 Second meeting: The pre-test was administrated in experimental class to see the students‟ basic reading comprehension. 3 Third meeting up to the fifth week: The treatments and observation of teaching reading comprehension by integrating video and jigsaw technique in the exprimental class. 4 In the sixth week: The post-test of reading comprehension was distributed and donein experimental class to analyze the improvement of the students‟ reading comprehension through the techniques, from the comparison of the pre-test and post-test results. The result of the research found aboutwhat reading aspects increased the most , what reading aspects increased the least, and alsohow the implementation of this technique in teaching learning process was. 3.6 Scoring System The researcher usedthis following formula in scoring the students‟ result of the test. S = x 100 Note: S = the score of the test R = the right answer N = the total of the items

3.7. Criteria of a Good Test

A research instrument was said to have a good quality if it has good validity, reliability, level difficulty and discrimination power.

3.7.1 Validity

Validity is the extent to which an instrument really measures the objective to be measured and suitable with the criteria. A test can be considered to be valid if it can precisely measure the quality of the test. There are four types of validity: face validity, content validity, construct validity and empirical or criterion-related validity. To measure whether the test has good validity, the researcher used content and construct validity since the other two were considered less needed. Face validity only concerns with the appearance of the test. Criterion-related validity is concerned with measuring the success in the future, as in replacement test. The two types used in this research were:

3.7.1.1 Content Validity

Content validity is the extent to which the test measures a representative sample of the subject matter content. The focus of the content validity is adequacy of the sample and not simply on the appearance of the test.Content validity is intended to know whether the test items are good reflection of what was covered. The test items were adapted from the materials that have been taught to the students should be constructed as to contain a representative sample of the course. In order to know whether the test have a good content validity, the items of the test were discussed with the advisors to measure the degree of agreement. Therefore, the content validity of the test items were conducted by includingreadingmaterialswhich were arranged based on the materialsalready given and suitable based on the recent curriculum of senior high school.In line with the syllabus for the tenth grade of senior high school , the students were required to be able to comprehend the descriptive text. Meawhile, the contents of the video shown were same as the materials that students had during learning process with 3 minutes duration.

3.7.1.2 Construct Validity

Construct validity is concerned with whether the test is actually in line with the theory of what it means to know the language. Regarding the construct validity, it measures whether the construction had already in line with the objective of the learning. Basically, the construct and content validity overlap. It is a representative of the material from the subject. The relation validity of the instrument refers to construct validity in which the question represents five sorts ofreading skills, i.e. finding main idea, finding the detail information, finding reference, making inference and understanding vocabulary. Skills of reading in the test are a part of the construct validity and the item numbers are a part of the content validity. In order to fulfill the criteria of construct validity, the test items are presented in the table specification below: Table 1. Specification of Data Collecting Instrument Try-out Test No . Reading Skills Item Number Number of Item Percentage of Items 1. Determining Main Idea 1, 12,18,32,35,38,41 7 12 2. Finding Specific Information 2,5,8,9,15,16,17,19,20,21,2 2,27,29,45,48, 52 16 32 3. Finding reference 4, 13, 24, 34, 37, 42, 54. 7 12 4. Making inference 3, 6, 7, 10, 11, 26, 28, 30, 31, 36, 39, 40, 43, 44, 47, 49, 51, 55. 18 32 5. Understanding Vocabulary 14, 23, 25, 33, 46, 50, 53. 7 12 TOTAL 55 100 In order to measure the content and construct validity, inter-rater analysis used to make the reading test instrument more valid. Moreover, three school English teachers were the raters in measuring the content and construct validity of the test instrument. The English teachers areDhona Kartika, S.Pd., Egi Oktami, S.Pd., and Yanti, S.Pd took part in measuring the content and construct validity of the test instrument. If the percentage of one item was 50, it meant that the item test would be taken.The result of inter-rater analysis can be seen on table 2 below: Table 2. Inter-rater Analysis of the Try-out Item Number s Skill Types of Reading Comprehension Raters Total Percentage R1 R2 R3 1. Determining main idea 33.33 33.33 33.33 100 2. Finding Specific Information 33.33 33.33 33.33 100 3. Finding Reference 33.33 33.33 33.33 100 4. Finding Specific Information 33.33 33,33 33.33 100 5. Finding Specific Information 33.33 33.33 33.33 100 6. Making Inference 33.33 0 33.33 66.66 7. Making Inference 33.33 33.33 33.33 100 8. Finding Specific Information 0 33.33 33.33 66.66 9. Finding Specific Information 33.33 33.33 33.33 100 10. Making Inference 33.33 33.33 33.33 100 11. Making Inference 33.33 33.33 33.33 100 12. Determining main idea 0 33.33 33.33 66.66 13. Finding Reference 33.33 33.33 33.33 100 14. Understanding Vocabulary 33.33 33.33 33.33 100 15. Finding Specific Information 33.33 33.33 33.33 100 16. Finding Specific Information 33.33 33.33 33.33 100 17. Finding Specific Information 33.33 33.33 33.33 100 18. Determining main idea 33.33 33.33 33.33 100 19. Finding Specific Information 33.33 33.33 33.33 100 20. Finding Specific Information 33.33 33.33 33.33 100 21. Finding Specific Information 33.33 33.33 33.33 100 22. Finding Specific Information 33.33 33.33 33.33 100